In a Ted Talk entitled “How childhood trauma affects health across a lifetime,” pediatrician Nadine Burke Harris explains how repeated abuse and neglect can have effects on the brain. Harris has started a clinic with her colleagues, focusing on childhood trauma and its affects. Harris routes her talk with scientific research and evidence, but her information is presented in a way for everyone to understand. To support her claim about childhood trauma, Harris establishes her ethos, by presenting information from herself and her colleagues, and various others, giving her creditability. Harris relies on logos and pathos throughout her talk as well, saying how one’s ACE score directly affects their health. Her pathos is credited here by allowing the audience to have an emotional response and also her logos as strong evidence is being used. To support her claim, Harris establishes her ethos throughout the talk. Harris makes sure we know about her education relating to this talk. She is well educated, including a master’s degree and now a pediatrician with her own practice in San Francisco. Her practice is called California Pacific Medical Center which specializes in children. Harris opened this practice with her …show more content…
She mentions how one’s ACE score directly affects their life. Information via pathos is not in statistics, but rather just words and how it is brought across the audience. Her word choice is strong throughout her talk, giving a question to the audience in the beginning of her talk asking, “How many of you know/knew someone has/had a mental illness when growing up.” This appeal to emotion grabs the audience’s attention as Harris attempts to relate her talk to everyone there. Harris’s logos are directly related to her pathos as her logos backs up her pathos. Without logos, Harris’s pathos would have been nothing as no supportive information would be
In the “180” movie Ray Comfort outstandingly used rhetorical appeal throughout his argument in a thorough way to further grasp his audience’s attention. He used pathos, ethos, and logos during the course of his dispute of abortion and the Holocaust. Comfort uses pathos more frequently than the other two appeals, to plea to the audience’s heart strings. An example of when pathos was used was when
In the argument that college is not for everyone, Reeves establishes his ethos through both extrinsic and intrinsic support while maintaining clarity using the logos approach. Pathos, however, lacked the same amount of control. By using an excess amount of pathos while approaching rhetoric with a condescending tone, the author diminished the persuasiveness achieved by combining the techniques. This resulted in a limited audience due to the insulting nature of the closing remarks geared to the very audience he was trying to reach.
Owens and Sawhill use pathos to evoke the feelings of their readers. This method establishes
Hence, Jon Krakauer’s use of pathos, logos, and ethos facilitates his argument. Whether a person responds most to emotion, logic, or credibility, each is accounted for. The author’s purpose of persuading others to understand Chris’s situation is realized through the inclusion of different
For example, the emotion is felt when Kozol speaks to a student from a New York, Bronx high school, “Think of it this way,” said a sixteen-year-old girl. “If people in New York woke up one day and learned that we were gone…how would they feel? Then when asking how she thought the people of New York would feel she replied, “I think they’d be relieved” (Kozol 205). By mentioning the thoughts and emotions of individuals involved with the issues of school system segregation and inequality his reader cannot help but develop a feeling of empathy for children that feel as if no one cares about them and their issue. Kozol also uses pathos effectively by reading letters to his reader he received from young elementary school children that are not afforded the same amenities as other children in wealthier school systems, amenities such as toilet paper or the appropriate amount of restrooms. Which causes students to hold the urge to relieve themselves out of fear of being late for class (Kozol 214). With the proper use of pathos, Kozol places the reader in the same situation and assistances the reader with an understanding of his reason for conveying a concern to help children in this unfortunate situation. Another example of Pathos is when he speaks of the letters that came from third-grade children asking for help with getting them better things. He mentions a letter that had the most affected on him that came from a girl named Elizabeth, “It is not fair that other kids have a garden and new things. But we don’t have that.” (Kozol 206). This example being only one example of the few things mentioned in the letter. The tone of the little girl from when Kozol reads gives a pitiful and sad feeling. By stating this, it acts on the reader’s emotional state which creates a sense of wanting to resolve the problem of
I will be analyzing the purpose, audience, and context of the situation in which he was writing in order to make his article persuasive and user-centered. Many people have heard of the rhetorical concepts of logos, ethos, and pathos even if they do not necessarily know what they fully mean they are most familiar with logos because of its biblical ties and love languages. I will provide examples of each during my analysis.
By appealing so much to pathos, his letter focuses more on emotionally convincing and persuading the reader to accept his claim, rather than providing facts and logic to his argument. His combined use of logos and ethos also adds an aspect of logic and reason to his argument, as well as further showing his credibility and connection to the subject as the author. His use of the three rhetorical devices helps to bolster and support his claim, while also personalizing and connecting with the
Ramage, John D., and John C. Bean. "Ethos, Pathos, and Logos." Ethos, Pathos, and Logos. Needham Heights, MA: Allyn & Bacon, 1998. Web. 29 Mar. 2014.
Childhood Trauma is defined as “The experience of an event by a child that is emotionally painful or distressful, which often results in lasting mental and physical effects.” (The National Institute of Mental Health). Childhood trauma is an epidemic that seems to be running its way throughout the world. Childhood trauma is a worldwide problem that can affect anyone and everyone. People tend to just try and help the problems that occur due to the childhood trauma, but not the problem itself. Many of these issues will also follow the child into their adult years and will cause negative effects. This paper will discuss the negative outcomes for a child who suffers from childhood trauma, and the negative outcomes that can follow them into adulthood.
Psychology researchers have conducted many case studies and have spent countless hours reviewing case studies that have already been done to try to find the answer to the question, does childhood trauma cause and effect the symptoms of patients with psychological disorders such as Schizophrenia and Psychosis, or can the trauma cause a patient to have Schizophrenia or Psychosis. Many case studies’ findings state that there is a link. Some studies say only certain symptoms are affected. I want to know what symptoms are affected and what kind of childhood trauma could have possibly affected the symptoms of patients who have been diagnosed with Schizophrenia and Psychosis, or if the childhood trauma could have caused a patient‘s mental illness.
Social workers are generalist practitioners that utilize various theoretical frameworks to assist in problem-solving for individuals, family, groups, and communities. They aim to provide interventions at any level based on the need of their clients. The generalist social worker assist with a broad scope problems and can be found in a variety of institutions. When assisting with adult clients who suffer with social development due to childhood trauma, social workers must know what trauma is. Trauma is prevalent in the social work community, almost every social worker has had a client that has suffered from trauma. In order to assist adults that have social development issues stemming from childhood there are The four-fold principles
Tabita Enciu, a Domestic abuse survivor, explains her traumatizing event during the interview with Charlene Sharpe, a staff writer for Delmarvanow.com “She was breastfeeding her daughter when he grabbed her by the neck and threw her out of the chair she'd been sitting in. She hit the floor hard” (Sharpe, 2014). Enciu goes on to explain how even after so many years she is still reminded of that horrible incident. Enciu recalls as the event happened, her daughter was a newborn. “She didn't brace herself against the fall. Instead, she cradled her 3-week old daughter, doing what she could to shield the newborn from her boyfriend and his temper” (Sharpe, 2014). Terror and fear are what Enciu was exposed to, yet, years later the emotional event
Children experience decreased development in the left brain when traumatic events occur (Network, n.d.). Imagine being a child and growing up with these types of events occurring. A traumatic event in a child’s life can cause a child to experience a long lasting negative effect. Life events are happening everywhere and more often in the lives of children (Understanding Child Traumatic Stress, n.d.). Trauma can cause them to do three things. First, they try to see what the danger is and how serious it is. Secondly there are strong emotional and physical reactions. Thirdly they attempt to come up with what to do that can help them with the danger. Traumatic events can cause a child to develop differently, which effects the young child stage,
In the article “The long-term impact of childhood abuse on internalizing disorders among older adults” Child abuse is a major life stressor that has important consequences for several indices of mental health in adults (Sachs-Ericsson, Verona, Joiner, & Preacher, 2006). The connection between the childhood abuse and adulthood consequences gives insight of just how severe effects it as on you later in life. In the survey a measurement of childhood abuse experiences including emotional, physical and sexual were recorded. The percipients were also analyzed for any low levels of self-esteem issues. After three years the same participants were re-interviewed. They were now diagnosed using the DSM-IV. The diagnoses included internalizing disorders like anxiety and mood disorders. Within the report it includes demographics of abused and non-abused within the older adults. Next, a series of hierarchical linear regression analyses were performed with the internalizing diag- nostic count as the dependent measure and the childhood abuse scale inserted into the model as a predictor, following the inclusion of the covariates. (Sachs-Ericsson, N., Gayman, M. D., Kendall-Tackett, K 2010).
For millions of children in the U.S., poverty, neglect or abuse is a reality of everyday life, though these struggles are often hidden from view. Adult survivors often feel ashamed about and stigmatized for their childhood adversity. This makes it difficult to recognize that these events occur. While it’s easier to turn away than to face these issues, we can no longer afford to do so. Stress, mental illness and substance abuse – all health outcomes linked to childhood trauma – occur in the U.S. today at very high rates. Most would agree that the effects of childhood trauma can impact a child’s life more negatively than positively. While some may argue that the trauma endured has no effect on their future and that most will “just grow out of